Career Development



|Unit 1 Title: Getting a Job Grade Level: 9-12 |

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|Number of Lessons in Unit: 5 |

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|Time Required for Each Lesson: 55-70 min |

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|Lesson Titles: |

|Grade 9 |

|Lesson #1: Career Portfolio |

|Material/Special Preparations Required: |

|Career portfolio format for each student. This may be done within a computer program or created by the counselor. |

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|Grade 10 |

|Lesson #2: Personal Code of Ethics |

|Material/Special Preparations Required: |

|Code of Ethics worksheets |

|Personal Code of Ethics Activity Sheet |

|School Discipline Policy (or other school policy documents that provide guidelines for student behavior. |

|Copies of Ethical Standards for a variety of professions (e.g. American Counseling Association, American School Counselor Association, |

|American Medical Association, Hippocratic Oath) [The ethical standards may be available from the websites of professional organizations.] |

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|Lesson #3: Completing Applications |

|Material/Special Preparations Required: |

|An example of a poorly completed application |

|Applications for post-secondary education/training institutions and programs and various employment opportunities for students to complete |

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|Grade 11 |

|Lesson #4: The Resume |

|Material/Special Preparations Required: |

|Samples of resumes (strive to obtain actual resumes that are acceptable and non-acceptable to use as examples. Names omitted. |

|Resume worksheet |

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|Grade 12 |

|Lesson #5: The Ultimate Senior Career Project |

|Material/Special Preparations Required: |

|Students’ career portfolio information that has been accumulated over the last 4 years |

|Classroom equipped with technology* |

|*The use of appropriate computer training and access to compatible computer and |

|media equipment is essential for the success of this activity |

|Sample Creative Media Presentation Expectations |

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|Missouri Comprehensive Guidance and Counseling Domain: |

|CD.9: Applying Skills for College and Career Readiness and Success |

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|Grade Level Standard (GLS): |

|CD.9.A.09.a: Identify situations which would compromise ethical habits in school or work situations. (DOK Level – 3) |

|CD.9.B.09.a: Identify and refine the job-seeking skills needed to apply for volunteer or part-time jobs in the community. (DOK Level – 3) |

|CD.9.A.10.a: Identify the steps which can be used to resolve ethical issues related to school or work situations. (DOK Level – 3) |

|CD.9.B.10.a: Compare and contrast the post-secondary application process to the job application process. (DOK Level – 3) |

|CD.9.A.11.a: Demonstrate the steps which can be used to resolve ethical issues related to school or work situations. (DOK Level – 3) |

|CD.9.B.11.a: Refine and utilize a portfolio, which may be used for a variety of post-secondary opportunities. (DOK Level – 3) |

|CD.9.A.12.a: Apply personal, ethical, and work habit skills that contribute to job success. (DOK Level - 4) |

|CD.9.B.12.a: Utilize appropriate job-seeking skills to obtain employment. (DOK Level - 4) |

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|American School Counselor Association (ASCA) National Standard: |

|Career Development |

|B. Students will employ strategies to achieve future career goals with success and satisfaction. |

|C. Students will understand the relationship between training and the world of work. |

Show Me Standards: Performance Goals (check one or more that apply)

|X |Goal 1: Gather, analyze and apply information and ideas |

| |1. Develop questions and ideas to initiate and refine research |

| |2. Conduct research to answer questions and evaluate information and ideas |

| |4. Use technological tools and other resources to locate, select and organize information |

| |5. Comprehend an devaluate written, visual and oral presentations and works |

| |6. Discover and evaluate patterns and relationships in information, ideas and structures |

| |7. Evaluate the accuracy of information and the reliability of its source |

| |8. Organize data, information and ideas into useful forms (including charts, graphs, outlines) for analysis or presentation |

|X |Goal 2: Communicate effectively within and beyond the classroom |

| |1. Plan and make written, oral and visual presentations for a variety of purposes and audiences |

| |2. Review and revise communications to improve accuracy and clarity |

| |7. Use technological tools to exchange information and ideas |

|X |Goal 3: Recognize and solve problems |

| |1. Develop and apply strategies based on one’s own experience in preventing or solving problems |

| |2. Evaluate the processes used in recognizing and solving problems |

| |8. Assess costs, benefits and other consequences of proposed solutions |

|X |Goal 4: Make decisions and act as responsible members of society |

| |1. Explain reasoning and identify information used to support decisions |

| |3. Develop, monitor and revise plans of action to meet deadlines and accomplish goals |

| |8. Explore, prepare for and seek educational and job opportunities |

This lesson supports the development of skills in the following academic content areas.

Academic Content Area(s) Specific Skill(s)

|X |Communication Arts |1. Speaking and writing standard English (including grammar, usage, punctuation, |

| | |spelling, capitalization,) |

| | |4. Writing formally (such as reports, narratives, essays) and informally (such as |

| | |outlines, notes) |

| | |6. Participating in formal and informal presentations and discussions of issues of ideas|

| |Mathematics | |

| |Social Studies | |

| |Science | |

| |Health/Physical Education | |

|X |Fine Arts |1. Process and techniques for the production, exhibition or performance of one or more |

| | |of the visual or performed arts |

Unit Essential Questions:

|What is a portfolio? What are the benefits of having a portfolio? |

|How do people share their strengths and skills with others? |

|What are ethics? |

|What guides us when we don’t know what to do in a difficult situation? |

|Why is it important to have ethical values on the job? |

|How do people share their strengths and skills with others? |

|Why is it important for people to know how to advocate their personal strengths for career success? |

Unit Measurable Learning Objectives:

|The students will gather five items for a portfolio to be used in job seeking. |

|The student will complete a personal code of ethics form. |

|The student will complete an advocacy plan to develop a school policy for an ethical school culture. |

|The student will apply knowledge of self to development information to be used for post-secondary applications. |

|The student will integrate career knowledge and self-knowledge into a resume. |

|The student will design a presentation utilizing the knowledge gained about his/her educational plans and career choice highlighting |

|his/her strengths to promote himself/herself for the world of work. |

Unit Instructional Strategies/Instructional Activities:

| Direct (Structured Overview, Guided & Shared – reading, listening, viewing, thinking) |

|Indirect |

|Experiential |

|Independent study (Learning Logs) |

|X Interactive Instruction (Brainstorming, Interviewing) |

Unit Summative Assessment (acceptable evidence):

|Summative assessment should relate to the performance outcome for goals, objectives and GLSs. Assessment can be question answer, |

|performance activity, etc. |

|The summative assessment for all units in the high school career development strand is The Ultimate Experience for Seniors. Students will|

|create a media presentation chronicling their present career journey and showcasing their presentation to ninth grade students. |

|Brief Summary of Unit: |

|This unit addresses the concept of being a valued employee or employer – acting ethically and responsibly in any work environment. This |

|unit will provide students with information and skills to resolve ethical issues in school and work situations as well as the skills |

|actively seek and obtain employment. |

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|Unit Goals and Objectives: |

|Students will apply personal, ethical and work habit skills, which contribute to job success and utilize appropriate job-seeking skills to |

|obtain employment. |

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|Student Prior Knowledge: What prior knowledge do students need) e.g. the steps to solving a problem) to be successful in this unit? |

|Ability to use computers for research, to develop portfolios and resumes and to compose presentations. |

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